Date Approved
5-3-2001
Embargo Period
6-2-2016
Document Type
Thesis
Degree Name
M.A. in Learning Disabilities
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Urban, Stanley
Subject(s)
Inclusive education; Learning disabled teenagers--Education; Special education teachers
Disciplines
Disability and Equity in Education
Abstract
The purpose of this study was to determine the effectiveness of increased support by special education teachers on the academic achievement of learning disabled students in main subject area inclusionary classes at the secondary level when compared to no in class support. This information can help analyze the effectiveness of an inclusion program, validate successful inclusive educational policies that should be continued, and pinpoint the need for revision. Grade point average data of included learning disabled students in Core English II, Core B Math, and Introduction to Earth Science during the 94-95 academic year when no in class support was provided was collected and compared to a comparable group of individuals' grade point averages in the same course of study during the 98-99 academic school year when support was provided. The subjects for this study attended or are presently attending Rancocas Valley Regional High School in Mount Holly, New Jersey. The data reveals that there are no significant differences between academic achievement of special education students receiving in class support as compared with special education students that did not receive in class support.
Recommended Citation
Fitzhenry, Kelly A., "The effectiveness of increased support by special education teachers on the academic achievement of learning disabled students in main subject area inclusionary classes at the secondary education level when compared to no in-class support" (2001). Theses and Dissertations. 1566.
https://rdw.rowan.edu/etd/1566
